Abstract
As the COVID-19 pandemic continue worsens, the educational environment is being compelled to shift from traditional classroom or blended teaching modes to online models. The impact of the COVID-19 pandemic on education systems requires further development to ensure the continuity of the teaching and learning process. Open educational resources (OER) are learning materials that are straightforwardly authorized the educators and learners to share and gather related information and permits others to retain, reuse, revise, remix or redistribute (the 5Rs) these materials. Even though OER has numerous advantages, still the awareness and acceptance of this strategy remain low and some also highlighted that all things considered, there are still hurdles to OER implementation in Malaysia. Therefore, this study is aimed to empirically investigate the level of awareness that can influence the acceptance of OER in teaching and learning process. To evaluate the study's hypothesis, PLS-SEM 3.0 is used to test the measurement and structural model. A total of 225 respondents is gathers from the students on what is their awareness and acceptance toward the establishment of OER to assist their teaching and learning process especially after the pandemic which has change the traditional method to online based. The finding indicates that awareness is significantly influence the acceptance level toward the establishment of OER with a value of R2 (61.7%) at more than moderate level that explained the dependent variable. This study is crucial for academics, higher education institutions, and policymakers as a guideline to create proper improvement and enhancement to any problem that arises from the inability and failure of OER.
Highlights
With the presence of the COVID-19 widespread in Malaysia in 2020, higher education systems around the world were stood up to with creating online courses to complete the semester.The COVID-19 widespread has developed rapidly to influence worldwide operations of higher instruction and has called for the require for the arrangement of emergency e-learning and the results for the securitization of higher instruction (Zuhairi et al, 2020; Murphy, 2020)
By making an environment in which understudies feel comfortable with the thought of technology-based learning, universities can encourage the advancement of a skill set that will empower graduates to proceed to create all through their careers
The impact of the COVID-19 pandemic on education systems requires further development to ensure the continuity of the teaching and learning process
Summary
With the presence of the COVID-19 widespread in Malaysia in 2020, higher education systems around the world were stood up to with creating online courses to complete the semester. The COVID-19 widespread has developed rapidly to influence worldwide operations of higher instruction and has called for the require for the arrangement of emergency e-learning and the results for the securitization of higher instruction (Zuhairi et al, 2020; Murphy, 2020). By making an environment in which understudies feel comfortable with the thought of technology-based learning, universities can encourage the advancement of a skill set that will empower graduates to proceed to create all through their careers. The move to online learning has had a high effect on the way educator approach instructing in a competencyoriented technique because it needs an expound environment where students participate in important learning developments (Zizka & Probst, 2021; O’Sullivan & O’Sullivan, 2014)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
